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Faculty assessment presentation april 2014

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Rita Ndagire Kizito
Rita Ndagire Kizito

This document provides information and guidance for developing effective assessment tasks. It discusses linking assessment to learning outcomes, setting the appropriate level according to the NQF framework, and different types and purposes of assessment. Guidelines are provided for writing good learning outcomes and developing rubrics and criteria for assessment tasks. Different taxonomies for generating outcomes and assessments are explained, including Bloom's and Biggs' SOLO taxonomy. The document also covers reliability and validity in assessment, and provides tips for writing exam papers and checklists for moderation. Participants will work on tasks to develop assessment activities and criteria for outcomes, and compare sample exam papers.

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Designing Assessment tasks : Rita Kizito march 2014 Rita Kizito march 2014 Workshop for Earth Sciences Department April 2014
In this workshop we intend to… • Link assessment to module learning outcomes • Learn how to set assessment activities at the appropriate NQF level • Briefly interrogate assessment (purpose, types , features) • Refine/develop assessment tasks hand-out #1 – UWC Assessment policy
Integrate outcomes and assessment Knowledge reproduction/ creation Recall Comprehension Application Analysis Synthesis Evaluation Attitudes Inquiry focused Ethically, environmentally and socially aware Motivated Skills Skilled communicators Autonomous and collaborative Problem solving
Are your outcomes well designed ? Specific Provide details of aspect of expectation Meaningful Written in understandable language Appropriate Suit learner’s abilities & experiences Realistic Achievable in given time constraints Testable Some measure of progress/achievement (Butcher, et al., p. 41, 2006)
Bloom’s taxonomy for generating outcomes and assessment tasks
Bigg’s (2003) SOLO taxonomy: Single point Unanticipate d extension Logical related answer Multiple unrelated points Lower level outcomes Higher level outcomes
Bigg’s (2003) SOLO taxonomy: hand-out #2 – Learning taxonomy SOLO Taxonomy Structure of Observable Learning Outcome Prestructural Unistructural Multistructural Relational Extended abstract Quantitative Qualitative
Level Descriptors - SA Qualifications Framework To ensure coherence in learning achievement and to facilitate assessment at the appropriate levels. NQF Level Education Level Qualification 10 Doctorate 9 Masters 8 PG Diploma/Cert Honours 7 Bachelor (ord.) degree 6 Diploma 5 Certificate 4 Matric 3 2 1 HIGHER EDUCATION FURTHER EDUCATION GENERAL EDUCATION
Level Descriptors KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATIO N list name identify show define recognize recall state summarize explain put into your own words interpret describe compare paraphrase differentiate demonstrate visualize find more information about Restate solve illustrate calculate use interpret relate manipulate apply classify modify put into practice analyze organize deduce choose contrast compare distinguish design hypothesize support schematize write report discuss plan devise compare create construct Evaluate Choose Estimate Judge Defend Criticize Justify YEAR 1 YEARS 1, 2 YEARS 2, 3 YEAR 3 YEARS 3, 4 YEAR 4
Level Descriptors - SA Qualifications Framework What should the students know about the learning area/subject? What types of problems should the student be able to solve? …in what contexts? …with what methods/procedures? How should students obtain and process information? How should students communicate? How independent should the students be? Which values should students uphold? hand-out #3 – level descriptors
“We first have to be clear about what we want students to learn, and then teach and assess accordingly in an aligned system of instruction” (Biggs, 1996). Curriculum alignment
Teacher’s Intentions Student’ s Activity Exam’s Assess ment e.g. Explain Relate Prove Apply e.g. Memorize describe e.g. Memorize describe Unaligned course
Unaligned course Teacher’s Intentions Student’s Activity Exam’s Assessment e.g. Explain Relate Prove apply e.g. Explain Relate Prove apply e.g. Explain Relate Prove apply
Why assess? -two key purposes • Making judgements about student learning for certification/ grading • Helping to prompt and promote further learning/ for monitoring learning progress Summative assessment Formative assessment
What does assessment do ? • Defines what students will concentrate on when learning • Affects how they learn • Specifies what counts as learning • Provides information about shortfalls between performance and specification • Simulates conversation about, and reflection, on improvement Ndagire Kizito 04-04-2014 Peter Knight, 2001
Types of assessment • Laboratory Work •Class Presentations • Essays / Research • Online Tests • Problem Based Learning Case studies Projects • Reflective Journal • Multiple choice questions (MCQs)• Portfolio • Group work
Assessment features Reliability refers to the degree to which an assessment tool produces stable and consistent results. •Test-retest reliability correlating tests given twice over a period of time to a group of individuals. •Parallel forms reliability correlating different versions of an assessment tool (probing the same construct, skill, knowledge base, etc.) to the same group of individuals. •Inter-rater reliability is a measure of the degree to which different judges or raters agree in their assessment decisions. •Internal consistency reliability is an evaluation of the degree to which different test items that probe the same construct produce similar results. similar results
Assessment features Validity refers to how well a test measures what it is purported to measure. •Face Validity ascertains that the measure appears to be assessing the intended construct under study •Construct Validity is used to ensure that the measure is actually measuring what it is intended to measure (i.e. the construct), and not other variables. Ways to improve validity •Make sure your goals and outcomes are clearly defined and operationalized. •Match your assessment measures to your learning outcomes. Use outside reviewers. •If possible, compare your measure with other measures, or data that may be available.
Rubrics/ Assessment criteria • A rubric is a scoring /set of expectations used to judge student performance. It shows students how well they have performed on an assessment task. • Uses assessment criteria and levels of performance to break down a task in parts explaining what is required . • It can be used for a large number of tasks (essays, research projects, oral presentations, portfolios, etc.) and is especially useful for assessing complex , subjective subjects.
Rubrics/ Assessment criteria Examples of rubrics . hand-outs # 4 & 5 – Rubrics
Task 1 1. Identify one outcome from your module outline and develop an assessment task ( you can develop more than one task). 2. Create a rubric for one of the tasks in which you develop criteria (2 or more) and levels of expected achievement for that task answer. 3. Allow a colleague to review the tasks and make comments.
Task 2 Compare the two past question papers and answer the following questions 1.Are hey appropriate for the grade levels they have been prepared for? 2.Which one would you give to your students? Why? 3.How would you modify each one to fit your own context? hand-outs # 6 & 7 – Past papers
Hints for writing exam papers 1. Don’t do it on your own! Get one or two colleagues to do your questions. 2. Have your intended learning outcomes in front of you as your draft your questions. 3. Keep your sentences short. 4. Work out what you’re really testing. 5. Don’t measure the same things again and again. 6. Include data or information in questions to reduce the emphasis on memory.
Hints for writing exam papers 7. Make the question layout easy to follow. 8. Write out an answer to your own question. 9. Decide what the assessment criteria will be. 10.Work out a tight marking scheme. 11.Use the question itself to show how marks are to be allocated. 12.Try your questions out. 13.Proof-read your exam questions carefully hand-out # 8 A moderation checklist for exam papers hand-out # 9 Moderation checklist RGU
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher education, 32(3), 347-364. Butcher, K. R. (2006). Learning from text with diagrams: Promoting mental model development and inference generation. Journal of Educational Psychology, 98(1), 182. Knight, P. (2001). A Briefing on Key Concepts: Formative and summative, criterion and norm-referenced assessment. Learning and Teaching Support Network. SAQA (2000), The South African Qualifications Authority Level Descriptors for The South African National Qualifications Framework, ttp://www.saqa.org.za/docs/misc/level_descriptors.pdf References
Thank - you

More Related Content

Faculty assessment presentation april 2014

  • 1. Designing Assessment tasks : Rita Kizito march 2014 Rita Kizito march 2014 Workshop for Earth Sciences Department April 2014
  • 2. In this workshop we intend to… • Link assessment to module learning outcomes • Learn how to set assessment activities at the appropriate NQF level • Briefly interrogate assessment (purpose, types , features) • Refine/develop assessment tasks hand-out #1 – UWC Assessment policy
  • 3. Integrate outcomes and assessment Knowledge reproduction/ creation Recall Comprehension Application Analysis Synthesis Evaluation Attitudes Inquiry focused Ethically, environmentally and socially aware Motivated Skills Skilled communicators Autonomous and collaborative Problem solving
  • 4. Are your outcomes well designed ? Specific Provide details of aspect of expectation Meaningful Written in understandable language Appropriate Suit learner’s abilities & experiences Realistic Achievable in given time constraints Testable Some measure of progress/achievement (Butcher, et al., p. 41, 2006)
  • 5. Bloom’s taxonomy for generating outcomes and assessment tasks
  • 6. Bigg’s (2003) SOLO taxonomy: Single point Unanticipate d extension Logical related answer Multiple unrelated points Lower level outcomes Higher level outcomes
  • 7. Bigg’s (2003) SOLO taxonomy: hand-out #2 – Learning taxonomy SOLO Taxonomy Structure of Observable Learning Outcome Prestructural Unistructural Multistructural Relational Extended abstract Quantitative Qualitative
  • 8. Level Descriptors - SA Qualifications Framework To ensure coherence in learning achievement and to facilitate assessment at the appropriate levels. NQF Level Education Level Qualification 10 Doctorate 9 Masters 8 PG Diploma/Cert Honours 7 Bachelor (ord.) degree 6 Diploma 5 Certificate 4 Matric 3 2 1 HIGHER EDUCATION FURTHER EDUCATION GENERAL EDUCATION
  • 9. Level Descriptors KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATIO N list name identify show define recognize recall state summarize explain put into your own words interpret describe compare paraphrase differentiate demonstrate visualize find more information about Restate solve illustrate calculate use interpret relate manipulate apply classify modify put into practice analyze organize deduce choose contrast compare distinguish design hypothesize support schematize write report discuss plan devise compare create construct Evaluate Choose Estimate Judge Defend Criticize Justify YEAR 1 YEARS 1, 2 YEARS 2, 3 YEAR 3 YEARS 3, 4 YEAR 4
  • 10. Level Descriptors - SA Qualifications Framework What should the students know about the learning area/subject? What types of problems should the student be able to solve? …in what contexts? …with what methods/procedures? How should students obtain and process information? How should students communicate? How independent should the students be? Which values should students uphold? hand-out #3 – level descriptors
  • 11. “We first have to be clear about what we want students to learn, and then teach and assess accordingly in an aligned system of instruction” (Biggs, 1996). Curriculum alignment
  • 14. Why assess? -two key purposes • Making judgements about student learning for certification/ grading • Helping to prompt and promote further learning/ for monitoring learning progress Summative assessment Formative assessment
  • 15. What does assessment do ? • Defines what students will concentrate on when learning • Affects how they learn • Specifies what counts as learning • Provides information about shortfalls between performance and specification • Simulates conversation about, and reflection, on improvement Ndagire Kizito 04-04-2014 Peter Knight, 2001
  • 16. Types of assessment • Laboratory Work •Class Presentations • Essays / Research • Online Tests • Problem Based Learning Case studies Projects • Reflective Journal • Multiple choice questions (MCQs)• Portfolio • Group work
  • 17. Assessment features Reliability refers to the degree to which an assessment tool produces stable and consistent results. •Test-retest reliability correlating tests given twice over a period of time to a group of individuals. •Parallel forms reliability correlating different versions of an assessment tool (probing the same construct, skill, knowledge base, etc.) to the same group of individuals. •Inter-rater reliability is a measure of the degree to which different judges or raters agree in their assessment decisions. •Internal consistency reliability is an evaluation of the degree to which different test items that probe the same construct produce similar results. similar results
  • 18. Assessment features Validity refers to how well a test measures what it is purported to measure. •Face Validity ascertains that the measure appears to be assessing the intended construct under study •Construct Validity is used to ensure that the measure is actually measuring what it is intended to measure (i.e. the construct), and not other variables. Ways to improve validity •Make sure your goals and outcomes are clearly defined and operationalized. •Match your assessment measures to your learning outcomes. Use outside reviewers. •If possible, compare your measure with other measures, or data that may be available.
  • 19. Rubrics/ Assessment criteria • A rubric is a scoring /set of expectations used to judge student performance. It shows students how well they have performed on an assessment task. • Uses assessment criteria and levels of performance to break down a task in parts explaining what is required . • It can be used for a large number of tasks (essays, research projects, oral presentations, portfolios, etc.) and is especially useful for assessing complex , subjective subjects.
  • 20. Rubrics/ Assessment criteria Examples of rubrics . hand-outs # 4 & 5 – Rubrics
  • 21. Task 1 1. Identify one outcome from your module outline and develop an assessment task ( you can develop more than one task). 2. Create a rubric for one of the tasks in which you develop criteria (2 or more) and levels of expected achievement for that task answer. 3. Allow a colleague to review the tasks and make comments.
  • 22. Task 2 Compare the two past question papers and answer the following questions 1.Are hey appropriate for the grade levels they have been prepared for? 2.Which one would you give to your students? Why? 3.How would you modify each one to fit your own context? hand-outs # 6 & 7 – Past papers
  • 23. Hints for writing exam papers 1. Don’t do it on your own! Get one or two colleagues to do your questions. 2. Have your intended learning outcomes in front of you as your draft your questions. 3. Keep your sentences short. 4. Work out what you’re really testing. 5. Don’t measure the same things again and again. 6. Include data or information in questions to reduce the emphasis on memory.
  • 24. Hints for writing exam papers 7. Make the question layout easy to follow. 8. Write out an answer to your own question. 9. Decide what the assessment criteria will be. 10.Work out a tight marking scheme. 11.Use the question itself to show how marks are to be allocated. 12.Try your questions out. 13.Proof-read your exam questions carefully hand-out # 8 A moderation checklist for exam papers hand-out # 9 Moderation checklist RGU
  • 25. Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher education, 32(3), 347-364. Butcher, K. R. (2006). Learning from text with diagrams: Promoting mental model development and inference generation. Journal of Educational Psychology, 98(1), 182. Knight, P. (2001). A Briefing on Key Concepts: Formative and summative, criterion and norm-referenced assessment. Learning and Teaching Support Network. SAQA (2000), The South African Qualifications Authority Level Descriptors for The South African National Qualifications Framework, ttp://www.saqa.org.za/docs/misc/level_descriptors.pdf References